V-Lab

2012 ◽  
Vol 2 (3) ◽  
pp. 73-85 ◽  
Author(s):  
Le Xu ◽  
Dijiang Huang ◽  
Wei-Tek Tsai ◽  
Robert K. Atkinson
Keyword(s):  
Online Education ◽  
Real World ◽  
Virtual Laboratory ◽  
Course Content ◽  
Security Education ◽  
Reconfigurable Design ◽  
Physical Laboratory ◽  
Hands On ◽  
Natural Solution ◽  
Real World Problems

In computer and network security education, hands-on laboratories are essential to help students understand the course content. However, hands-on laboratories are difficult to implement due to the complicated setup and location restrictions of a physical laboratory, which limits their use in online education. Using a remotely accessible, physically unconstrained virtual laboratory is a natural solution. Existing laboratory solutions are usually expensive to build, configure and maintain, while still lacking reusability, flexibility, and scalability. The authors propose a remote, virtual laboratory that provides cloud resources to both desktop and mobile users, called V-Lab. By using a flexible and reconfigurable design, V-Lab greatly reduces the effort needed to establish and maintain a physical laboratory, while providing a secure, reliable, and physically unrestricted environment that allows students to use resources based on their own schedule. Preliminary results show that students report that V- Lab system is intuitive, reliable, and helps them solve real-world problems.

Industry Based “Hands-On” Undergraduate Vibration Course for Engineering and Engineering Technology Students

2012 ◽  
Author(s):  
Geoffrey J. Peter
Keyword(s):  
Real World ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Modern Technology ◽  
Instructional Approach ◽  
Engineering Technology ◽  
Technology Students ◽  
Hands On ◽  
Institute Of Technology ◽  
Real World Problems

Modern technology and manufacturing methods often require engineers who understand the fundamental principles of vibration theory and who are also skilled in vibration applications. Simply processing, remembering and applying the material learned from lectures and laboratory experiments with artificial criteria are inadequate. Hands-on teaching techniques with real-world problems are needed to complete the engineering students’ education. This paper demonstrates how hands-on experiments performed in industry support and increase the students’ understanding of fundamental principles and skill in their applications. Graduates with both knowledge and skill are more competitive in today’s job market. A one-quarter industry-based vibration course was developed and taught with a hands-on segment at the Manufacturing and Mechanical Engineering and Technology (MMET) program at Oregon Institute of Technology (OIT) - Portland Campus. This novel instructional approach provided students with the opportunity to immediately apply material, learned in class and laboratory, in real-world industry situations with real-world problems. This instructional approach is applicable in many engineering fields and the author found the mechanical vibrations class particularly well suited for this instructional design style. The hands-on approach, grounded in the vibration course curriculum, provided a direct link to the fundamentals of vibration in industry. Student comments are included to demonstrate the value perceived by the students. Although this curriculum experiment involved mechanical engineering technology students, it would benefit mechanical engineering students equally well. In addition, the paper provides a brief description of the industries that participated in this project. Industries were selected because they use vibration based manufacturing, perform extreme testing or design their products to avoid failure due to vibrations.

CORD Applied Mathematics: Hands-On Learning in Context

1995 ◽  
Vol 88 (8) ◽  
pp. 690a-707
Author(s):  
Leon S. Pedrotti ◽  
John D. Chamberlain
Keyword(s):  
Real World ◽  
Applied Mathematics ◽  
Learning In Context ◽  
Hands On ◽  
Hands On Learning ◽  
Real World Problems ◽  
Analyze Data

My and José are hurrying to their morning mathematic class. They are excited! Today they are scheduled to do a mathematics-laboratory assignment. Twice a week, their classroom turns into a laboratory where they use real measuting equipment—such as a vernier caliper, a carpenter's square, or a stopwatch. They collect and analyze data. They ee just how the mathematics they learn in the classroom helps them solve real-world problems. They really like these assignments.

Reformulating the Statics Course: A Design-Based Approach

2008 ◽  
Author(s):  
Sridhar S. Condoor
Keyword(s):  
Real World ◽  
Design Theory ◽  
Building Blocks ◽  
Learning Approach ◽  
Course Content ◽  
Systematic Improvement ◽  
Implementation Scheme ◽  
Systemic Problems ◽  
Real World Problems

Statics is a pivotal course, whose concepts serve as the building blocks for future courses in engineering. From the experience of teaching the follow-on courses to statics, we found several systemic problems present in most statics textbooks. These problems manifest themselves as lower-than-expected abilities in the students when applying the concepts to design/analyze real systems in subsequent courses. The resulting disappointment in engineering educators is common and well documented. The pedagogy outlined in this paper is based on the premise that students learn more effectively when the relevance of the concepts to real world problems and a systematic improvement in their skill set is tactilely, emotionally, and rationally understood. To this end, the pedagogy brings design theory into the course content. The paper discusses rationale behind the pedagogy and its possible implementation scheme with examples. The pedagogy is flexible and can be integrated into an existing learning approach.

Teaching Mathematics With Technology: Patterns in Measurement

1993 ◽  
Vol 40 (5) ◽  
pp. 292-295
Author(s):  
Janet Parker ◽  
Connie Carroll Widmer
Keyword(s):  
Real World ◽  
Dynamic Interaction ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Hands On ◽  
Concrete Objects ◽  
Real World Problems

Of fall the topics in the K-8 curriculum, perhaps none requires a more active, hands-on approach than does measurement. As advocated in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), essential concepts and skills must be developed by engaging students in examining, measuring, comparing, and contrasting a wide variety of shapes. Students must use measurements to investigate and solve real-world problems: “Measurement activities can and should require a dynamic interaction between students and their environment” (NCTM 1989, 116). Formulas should be de-emphasized as activities focus on exploration and estimation. Yet even in activities that focus on actively measuring concrete objects, calculators and computers are valuable tools for recording and organizing data and for extending measurement patterns to pose and test hypotheses.

Teacher to Teacher: Learn about Statistics—Math League Baseball

1994 ◽  
Vol 41 (8) ◽  
pp. 459-461
Author(s):  
Mitchell Rosenberg
Keyword(s):  
Real World ◽  
Major League Baseball ◽  
Sixth Graders ◽  
Hands On ◽  
Major League ◽  
Baseball Team ◽  
Real World Problems

I wanted an enjoyable but practical way to introduce concepts of statistics to my sixth graders while reinforcing fundamental arithmetic skills. This activity gives students hands-on experience in solving real-world problems while granting them the power to own and operate their own major league baseball team. The project took ten days and is easy to do.

scholarly journals A comparison of three interactive examination designs in active learning classrooms for nursing students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Ahlstrom ◽  
Christopher Holmberg
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Active Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Free Text ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Chi Squared

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

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